Assignment6:ComprehensiveInstructionalPlan

Client: Earl Banks, Media Specialist, Grove Park Elementary

Target Audience
The fifth grade students involved in this design plan will learn facts about the history of
social studies. Several will be able to participate in different exercises.
Instructional Problem
Mr. Banks needs assistance in developing lessons for 5th grade students in Social Studies.
He anticipates collaboratively planning with 5th grade teachers for Unit 6 of the Georgia
Standards Frameworks, which cover the ups and downs of World War I, Great
Depression, and Harlem Renaissance. Mr. Banks would like to introduce teachers to
various ways to implement Visual Literacy into lessons to engage students.
Description of the Redesigned Project
This lesson is the third of a 6-week unit on World War I. Students will have prior
knowledge of the ups and downs of World War I and how to implement them in lesson
plans. The original lesson was teacher centered; the teacher would lecture the students
through readings on a lot of material. Students would follow up by completing
comprehensive questions and apply everything by creating a assessment on facts about
World War I. My client has used comic strips before when introducing students to the
media center. So he and I will teach students how to create their own cartoons via Toon
Doo.
The following standard is addressed: Georgia Performance Standard: SS5H4 The student
will describe U.S. involvement in World War I and post-World War I America.
b. Describe the cultural developments and individual contributions in the 1920s of the
Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe
Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).
Essential Question: Why was World War I so important, and what happen afterwards?
Explain that they are going to learn about why World War I was important and how they
can predict what happen afterwards. Share and discuss the comic: What is World War I?
Students will learn and answer comprehensive questions and write about what intrigued
them about World War I.

Assessment/Evaluation Method
The teachers will evaluate students based off their group assignments or projects. In order
to see if the students met the standards addressed the teachers will go based off a rubric.
Why the Artifacts are Essential
Comics, cartoons, and graphic novels in the classroom purpose is very useful. They help
bridge textual literacy to visual literacy (Frey, 2008). Students may have prior knowledge
and cues to infer meaning of limited amount of text. In todays classroom teachers have a
way to use info graphics and posters to share information to their students that are visual
literacy.
ACRL Visual and Literacy Competency Standards Addressed
Standard One: The visually literate student determines the nature and extent of the visual
materials needed. Evidence of final product would be demonstrated. Students would
illustrate their infographics, by explaining how the images would connect to the history
of World War I.
Standard Two: The visually literate student finds and accesses needed images and visual
media effectively and efficiently. This standard is not met directly for this lesson. But the
lesson could be revised to include a small lesson on different search engines.
Standard Three: The visually literate student interprets and analyzes the meanings of
images and visual media. As students read different comics they will look at images and
connect several words based on the connection of the images.
Standard Four: The visually literate student evaluates images and their sources. Students
will refer to comic strips and rubrics to evaluate their progress to covey their meaning in
their infographic.

Standard Five: The visually literate student uses images and visual media effectively.
Students will use images to mmet the requirement of their final product.
Standard Six: The visually literate student designs and creates meaningful images and
visual media. Students will produce an Infographic to demonstrate their understanding of
World War I.
Standard Seven: The visually literate student understands many of the ethical, legal,
social, and economic issues surrounding thecreationanduseofimagesandvisualmedia,
andaccessesandusesvisualmaterialsethically.Thelessoncouldberevisedfora
beginnerwhoisjuststartingouttolearn.

Reflection
Adecentlessonhasbeenmadebyusingaeasyandsimpleapproachtoillustrate
technologyandvisualliteracy.Itriedtokeepinmindthatinaelementaryclassroom
dealingwith5thgradestudents,learningtakesplacethroughstudentsexperienceandeven
experimentingwithnewthingsandeventhingsthattheyhavealreadylearned.Myclient
andIhaveyettoconductthisrevisedlesson,butIenvisionstudentstobemoreeagerand
willingtobemoreinterested.

Image source(s)
http://www.toondoo.com/View.toon?param=9127107